Recently I was diagnosed with Type II Diabetes. I knew my blood sugars were trending higher for years, and I had resolved to lose 50 pounds this year to prevent this outcome from occurring. 3 months into this year I had lost 25 pounds . . . and I learned I had uncontrolled fasting blood sugars in the 400s. 3 months ago I had my blood sugar levels checked and they were creeping up into the pre-diabetic range, but I was fine. I had a lot of warning signs that something was wrong, including blurring vision I attributed to getting old, a dramatic increase in being thirsty I attributed to giving up sodas and exercising more, and a dramatic increase in confusion and forgetfulness I chalked up to just being busy. If readers recall, I travelled to Austin in March but managed to leave my suitcase with all my belongings at home in my front yard. I also was supposed to appear on Frances and Friends a few weeks later but lost my phone, directions and mind. I’ve also managed to forget my daughter’s soccer ball and every practice I took her too, although thankfully I usually remember the kids. I’ve also been having trouble sitting down and composing blog entries and night from fatigue and an inability to focus. (To, those of you who have submitted information to me to create stories or research, I am moving slower but still making progress now.) Now that I am getting a handle on my condition things are starting to firm up and my confusion seems more obvious now in retrospect. I’ve been running labs, seeing doctors, dietitians and specialists and what seems to be the consensus is that taking steroid shots back to back to address my Pneumonia and Bronchitis in February and March overwhelmed my pancreas and triggered my condition. I went from just entering the warning zone to a serious case of uncontrolled diabetes over a few months. Fortunately, I was working with my doctor while I was trying to lose so much weight and get in shape and we caught it right away. If my condition had remained untreated until an annual physical I would have ended up in the hospital, if I was lucky.
So where am I going with this do you ask?
I did what many of us probably do without thinking. I went to the after-hours clinic, told them I was sick and needed to get well fast, and asked them to load me up with shots and whatever they could give me to get me back on my feet as fast as possible. “I don’t have time to be sick,” I told them. Getting an appointment with my primary care physician is always harder, but he has all my medical history and is more qualified, has more experience, and is more familiar with my case history and medications. I was trying to save up as much time as I can to go to meetings, to get blog posts done, to meet with parents, to attend and present at conferences and to still have time for my job and my family so I couldn’t afford to take time for more mundane matters like a common cold. Without considering the consequences, I chose the easiest path. As a result I made myself much sicker with what might be a permanently debilitating condition. (I do have a slim chance of reversing it if I take extra special care of myself over the next 6 months and lose some more weight. Things I should have done before so I would not have been put in the position I am now.) I did not know that getting steroid shots and oral steroids could trigger diabetes and I thought I was being proactive and taking care of myself. As I’ve learned since, those treatments dramatically raise blood sugars and for those of us in Louisiana already a little overweight, this can rapidly accelerate a process that would normally take years. I’m writing this in part to warn folks about steroids and diabetes. Sometimes steroids may be necessary, when you have Pneumonia like I did for the first round, but maybe not if you just have a cold or Bronchitis and you’ve recently received them. It’s great that you want to do something quickly, but quick or unresearched actions can cause much more harm than good.
In case you were wondering, this is where the School Reform critique comes in. A lot of times we try to apply quick fixes that are nothing more than ineffective Band-Aids to our problems in our daily lives and in public policy.
This type of fix gives us the satisfaction of saying we’ve quickly addressed a problem and a visible verification of the fix. However simple Band-Aids may not be ideal solutions for brown recluse spider bites, or structurally damaged vehicles in previous picture. The Band-Aid solution does not make the car pictured safer, doesn’t permit the doors to open, and applying that Band-Aid means the passenger side window has to remain open. . . but we can say we fixed it! It didn’t cost us as much a door replacement, paint job and body repair, but it was quick and required little effort or long-term commitment on our part.
This is the way much of modern-day school reform works in the US.
Allow me to show you some examples.
Charter schools were first marketed as a way to provide quality educations, to help underserved populations like the disabled or Limited English Proficient, and to differentiate emphasis on instruction (say charter schools for Engineering, Math, the Arts or Foreign Language immersion.) When it was discovered that these schools often performed worse, failed to provide certified teachers or staff for special education students, and that serving high needs populations was expensive and reflected poorly on charter school’s rankings compared to schools with average populations many charter schools opted instead to appeal to the wealthiest and least cumbersome students. What started as an easy fix, if the local school system is not working, slap a charter school or three on it, turned into a serious threat, a disease on public education. Charter school mania is a disease that now threatens to devour the host.
What started out as a quick fix to apply to ailing public education systems to provide a quality education for some of the students is actually making education worse for most of them by siphoning off financial resources, teachers, and students and leaving the hardest to educate students behind.
[I urge you all to support HB 703 currently pending a vote in the House Education committee. This bill restricts the spread of charter schools into A, B and C districts, like has recently happened to Iberville and Lafayette, by requiring these schools get approval of the local school boards. If you believe in local education, I urge you to contact the members of the House Education committee to support this Bill.]
- Colleges are claiming they face a problem of too many children requiring remediation.
- Businesses are claiming High School graduates are not career ready when they graduate.
- Testing and textbook companies are complaining about all the different version of textbooks and tests they have to prepare every year.
To them, the obvious solution was to create a universal standardized curriculum that everyone would have to take and pass to graduate. This, simple enough seeming solution, created many problems.
Not all education is testable. You cannot test the arts with bubbles. You cannot test a student’s drive or thirst for additional learning. You cannot test a child’s creativity (which Common Core stifles) on a standardized test. These aspects of education are whittled away to nothing under Common Core. This will create a generation of education hating test bubble makers, not the creative class that is responsible for our place as the greatest inventors and artists with the greatest per capita renewable economy on the planet.
The Common Core curriculum that was created is not rigorous, just tedious. Tedium does not equate to rigor except of the “mortis” variety. Advanced Math and Calculus was not included in Common Core. Students will not be STEM ready without that exposure. Colleges will have to provide that instruction and remediation, just as they have been. However fewer students will want to pursue those types of careers because of how obnoxious the math has become.
Companies will not have more employees ready to complete upon graduation. This curriculum was never tested, it is being piloted on a massive scale without any supporting research that it works. Early indications are that Common Core math is producing lower test scores in all states that adopted compared to those state’s previous math scores, and compared to other states that did not implement the Common Core math. Common Core does not work and will and will make our children worse off.
Now there is so much chaos as a result of pushing Common Core, sight unseen and untested, that states are having problems pulling out of it. Students and parents are getting frustrated and pulling their kids out of school to homeschool them, or enrolling them in non-public schools that have rejected Common Core. Experienced teachers are fleeing the profession in record numbers, and newer teachers are leaving in droves as well. The rushed and unresearched manner is which a universal curriculum was pushed upon the Nation through trickery, bribery and deception is ruining public education for millions of children and families.
Closing “Failing” Schools
One of the favorite tactics of school reformers is closing the schools they have defined as “failing”. Whether the school is actually “failing” the students is beside the point. All a school has to do to be defined as failing is have a concentration of poor students, students with disabilities or English Language learners. Schools are not judged based on whether they serve children well, simply based on demographics. To become a successful school all one needs to do is attract wealthier students and dissuade poorer students from enrolling as was the disabled or students from recently emigrated families. Reformers trot out the occasional High performing High poverty school to “show” us that poverty doesn’t matter, but when you look at these cases a little closer you find numerous mitigating factors including dramatically increased funding, a poorly defined “poverty” measure, cheating or high concentration of wraparound services and highly qualified teachers that reformers claim are unnecessary. The believe simply moving these children to “successful” school will magically make them become overachievers, and negate the impacts of poverty, abuse, neglect and apathy. This is not true. All this does is mask the problem while the schools poor children are evicted from are turned over to privatizers who often perform worse than the schools they replace and are successively shut down and rebranded year after year to disguise the massive, systemic failures of the charter movement.
Rather than recognizing how often charters fail, States like Louisiana point to the numerous closures and claim success! This is the free market in action, and we are holding these schools “accountable”. Meanwhile no one seems to actually care what happens to the children and communities. They take and claim for granted that these children have been “helped” by this displacement, but they are careful not to track them or allow anyone to report on their outcomes.
They know the truth, and they fear it.
It is true that poverty can be overcome. It’s not the sole determinate in whether a student is successful, but it is a major component and not one that can be overcome by simply opening up Rocketship Academies staffed with teachers trained for 5 weeks and implementing Common Core. Overcoming the reductive impacts of poverty on educational outcomes requires hard work, money, determination and a significant time commitment. This is not something most education reformers want you to hear. They want to inject the education system with magic steroid shots in the form of High Stakes Testing, VAM teacher evaluations, charter schools, virtual schools, Common Core, and a parade of poorly trained fresh-faced can do chanting recruits from TFA and the New Teacher Project. They want to reduce funding to students and channel it educational entrepreneurs and data harvesters who will claim to have the latest and greatest data potions to improve educational outcomes without the hard work such endeavours have traditionally taken in the past.
Reformers want to be in charge. They want to “believe” that their reforms will improve the outcomes of children, while they make a tidy profit on the side. Louisiana’s John White is a typical reformer. He is so invested in this philosophy that he even renamed the official Louisiana Department of Education website “Louisiana Believes”. He has formed Louisiana Believes committees and recruits to support his message and preach his gospel of reform. What he has also done is prevent anyone impartial form getting access to any data that unequivocally disproves his “beliefs”. John White “believes” his reforms are working, or at least that is what he is trying to brainwash the state of Louisiana and the nation into believing.
The reality is much different.
If John White had any faith in his beliefs he wouldn’t need to hide his data, and contract with shill organizations like CREDO, Stand For Children, and the Cowen institute to produce poorly research propaganda to support his “beliefs”.
If reforms were working they could show us the proof and that would shut people like me up once and for all.
The truth is, there are no quick fixes for what ails Education and our society.
We are the wealthiest Nation on earth and yet have perhaps the largest income and wealth gap as well. Reformers have correctly identified that this poverty is impacting our children, and our nation’s competitiveness. This poverty does pose a threat to our global position as a world leader and a lack of a proper education does impact future earnings for children as they become adults and makes it more likely these children and their families will end up on public assistance or perhaps incarcerated. Those negative outcomes have a significant cost to our society and changing those to positive outcomes could result in a substantial net benefit. The answer is not reducing our educational funding, closing schools with at-risk students, forcing children and teachers to Race To The Top or be the Children Left Behind. The answer is not a quick shot in the butt, or crossing our fingers and “hoping” Common Core works (in a generation).
The answer is the same as it has always been. Hard work. Focus. Determination. Dedication. Adequate Funding. Squarely addressing our problems, not hiding from them or disguising them or saying “Screw it, if I can’t fix it at least we can make some money off this problem” as I see many of the latest education entrants doing. Our public education system was not perfect, but now it is sick with all the quick-fix reform “treatments” we’ve heaped upon it. We can reverse this illness before it becomes fatal. But to do so, it will require we abandon the harmful quick-fix approaches and buckle down for some slow-going old-fashioned hard work.
I ask that you help me do this.
I will do the same.
Let’s check back in six months and see where we are.